donellia l. chives, ms tarea kennedy, ms 3-d visionary ... am-dchive… · donellia l. chives, ms...

Donellia L. Chives, MS Tarea Kennedy, MS

Independent Consultant Disability/MH Consultant

[email protected] [email protected]

3-D Visionary Consulting Telamon Corporation

mailto:[email protected]

mailto:[email protected]

I AM

Donellia L. Chives

Who am I and why am I here?

COSEBOC 2013 "The Road to I Am" D.Chives 2

Purpose “Why are we here?”

The mission of the Coalition of Schools Educating Boys of Color

is to connect, inspire, support and strengthen school leaders

dedicated to the social, emotional and academic development of boys and young men of color.

Objective “What do we seek to accomplish?”

Creation of sustainable pathways and discourse on social and

emotional health of boys of color


Be PRESENT

Be ALIVE

Be WELL

Be ENGAGED

Be YOURSELF


A journey along a

path began for a

boy who was born

an

Emperor…………

……………………

5

• What does this picture

evoke?

• What does it mean?

• How does it resonate

with you?

• How do you interpret

this to mean?


Conceptualization of “I AM” (concept)

Holistic Development (concrete)

Resilience (conceive)

Creative Sustainable Pathways (connect)

Assignment (create)

Activity (celebrate)

“We will explore, create, discuss and learn through the mediums of storytelling/spoken word, music, arts/culture, technology, and sharing of ourselves for the greater good”


“Who am I?”

“Why am I here?”

COSEBOC 2013 "The Road to I Am" D.Chives

8

“I AM”

I (aɪ)

pronoun. I, poss. my mine, obj. me; pron. 1. the nominative singular pronoun used by a speaker or writer in referring to himself or herself.

n. 2. (used to denote the narrator of a literary work written in the first person singular.)

3. the ego; the self.

AM (V)

First person singular present indicative of be.


http://www.thefreedictionary.com/be

Is it because of what he

personified, or that he

BELIEVED in hisSELF?

Inflated ego (arrogance) vs.

healthy sense of self

Jamaican runner in the

Olympics

Hussein Bolt


Inflated ego

(arrogance)

vs. healthy

sense of self

11

Framework for social and emotional development


12

What does holistic care mean

for a child?

Can we look to former models

of development to answer and

address current issues and

disparities in rearing children

of color, in particular boys?

In looking at a holistic model,

can it be applied cross-

culturally and more

universally applicable?


Promotes:

The whole child

Sustainable systems

Embedded opportunities

Culture & individualism

Globalization & universal application

Consideration for family context & dynamics

Community based involvement & ineractions

Addresses:

Physical growth

Spiritual growth

Emotional growth

Social growth

Educational

growth


Child development refers to the ordered emergence of interdependent skills of sensori-motor, cognitive-language, and social-emotional functioning. This emergence depends on and is interlinked with the child’s good nutrition and health. As A World Fit for Children states, “…children should be physically healthy, mentally alert, emotionally secure, socially competent and ready to learn (UNICEF, 2006).

Physical Health

Mental Heath

Social and emotional

Health

Spiritual Health

Educational Health

Nutritional Health

Maternal Health


Pre-natal & 0-3

Womb Wellness

Father Role

Naming Rights

Birth passages and rituals

Brain Development

Nutrition

What role do we play (from

a systems perspective) at

each stage of development?

*remember to think global

as the context of

development may be

different across cultures,

environments, and belief

systems


Early Years

Prime years of development

Healthy Attachment

Social & Emotional Confidence


Soul Pancake

http://www.youtube.com/watch?v=TssZ9Uma1-w&list=SPzvRx_johoA-YabI6FWcU-jL6nKA1Um-t


http://www.youtube.com/watch?v=TssZ9Uma1-w&list=SPzvRx_johoA-YabI6FWcU-jL6nKA1Um-t

Adolescence & Pre-Adulthood

Sphere of Influence

Social Identity

Responsibility &

Accountability

Jawanza Kunjufu Video:

Mentorship

Civil activities

Character

Development


Protective factors

Risk factors


21

Merriam-Webster defines resilience as “the ability to recover from or adjust easily to misfortune or change.” [1] A resilient person copes and “bounces back” when faced with stress, change, or risk factors –negative influences in a person’s life. Someone who is resilient can identify problems, find ways to address challenges, recover quickly and move on. A resilient person has many protective factors – characteristics, people and supports that help a person get through tough times.

-Center for Resilient Children

How does resiliency

support social and

emotional development &

competency?

What are the

commonalities of those

who are described as

resilient?


3 Categories:

Environmental: safety of where you live, quality of the programs and services available (or unavailable) to you

Familial: how loving and caring your family may be, how much time and support your family offers each other

Within-person: your temperament, abilities (and inabilities), skills and characteristics that make you who you are

Protective factors

and risk factors are

all around us. In

general, three

categories are used

to organize both

protective factors

and risk factors


Protective Factors

Attachment

Initiative

Self-Control

Risk Factors

Home environment

Family Dynamics

Socio-economic status


STRENGTHENING CHILDREN’S PROTECTIVE FACTORS TO OFFSET THE NEGATIVE IMPACT OF RISK IS ESSENTIAL TO SUPPORTING CHILDREN’S RESILIENCE. THE IMAGE BELOW REPRESENTS A RESILIENCE MODEL. A CHILD IS MORE LIKELY TO HAVE A POSITIVE

OUTCOME WHEN PROTECTIVE FACTORS OUTWEIGH RISK FACTORS AND IS MORE VULNERABLE WHEN RISK FACTORS OUTWEIGH PROTECTIVE FACTORS.


The

interrelated

parts of the

whole picture


Attachment

Initiative

Self Control


27

Show affection for familiar adults

Seem happy or excited to see his/her parent or guardian

Ask adults to play with or read to him/her

Act in a way that makes adults smile or show interest in him/her

Look forward to activities at home or school

Trust familiar adults and believe what they say

Appear happy when playing with others

Show a preference for a certain adult

Seek help from children/adults when necessary


Choose to do a task that was hard for him/her

Try different ways to solve a problem

Try or ask to try new things or activities

Show confidence in his/her ability

Show an interest in learning new things

Keep trying when unsuccessful

Make decisions for himself/herself

Remember important information

Start or organize play with others


The child’s ability to express emotions and manage behaviors in healthy ways.

Handle frustration well

Control his/her anger

Show patience

Accept another choice when his/her first choice is not available

Cooperate with others

Share with other children

Listen to or respect others

Calm himself/herself down


• Become resilient adults

• Teach children appropriate social skills which increase & enhance healthy attachment, initiative, &

self-control

• Make sure positive factors outweigh risk factors

Promote resiliency in children and model resiliency as adults…


How do we do it?

What needs to be done?


32

Continuums of care

Transitional support systems

Creation of culture within cultures

Embedded opportunities

Education & awareness

Eliminate food deserts and empty food syndrome

Increase civic duty and volunteerism

Mentorships

Wrap-a-round programming

Support for art & culture development programming

Counseling

Meaningful social networking opportunities

Digital platforms

Character development

Parent/guardian engagement


“The Healthy Cycle”

A continuum of

care supporting

positive social

and emotional

outcomes for boys

of color


Healthy Child

Healthy Village

Healthy People

Implement:

Small Step(s) of Change (STOC)


35

Think of 1-3 small steps of

change which can be

implemented concerning

resiliency and holistic

development within your

organization or service

Create 1-3 “I AM”

activities (or

enhancement) which can

be adapted in your

organization or service

36

“I AM”

Mural of Understanding


37

“Los Tre Grandes”

Mural painting (or fresco painting) is one of the oldest and most important forms of artistic, political, and social expression in history. The Mexican muralists Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros revived this form of painting, creating a genre of public art unmatched in

significance and influence.

Lets Celebrate

by CREATING!


To be continued…………………………………………………………


39

Center for Resilient Children:

http://www.centerforresilientchildren.org/

Dr. Jwanza Kunjufu:

http://journalofafricanamericanmales.com/wp-content/uploads/downloads/2011/03/Jawanza-Kunjufu2.pdf

UNICEF:

http://www.unicef.org/earlychildhood/files/programming%20experiences%20in%20early%20childhood.pdf

Holisitic Care Practitioner:

http://www.cynthiawilcox.com/holistic-mental-health-care-for-children/

Mural Art:

http://lasp.einaudi.cornell.edu/system/files/Mexican%20Muralist%20Movement%20(10-12).pdf

http://news.ucsc.edu/2012/05/mural.html


http://www.centerforresilientchildren.org/

http://journalofafricanamericanmales.com/wp-content/uploads/downloads/2011/03/Jawanza-Kunjufu2.pdf

http://www.unicef.org/earlychildhood/files/programming experiences in early childhood.pdf

http://www.cynthiawilcox.com/holistic-mental-health-care-for-children/

http://lasp.einaudi.cornell.edu/system/files/Mexican Muralist Movement (10-12).pdf

http://news.ucsc.edu/2012/05/mural.html

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